UNESCO EDUCATION SECTOR

Education for Sustainable Development Goals

Learning objectives

UNESCO EDUCATION SECTOR 2

Publication developed by UNESCO together with a research team at the University of Vechta, Germany to provide guidance on how to address each of the 17 SDGs through Education

Peer-reviewed by experts on ESD and on each of the SDGs from around the world

Launched at the UNESCO Week for Peace and Sustainable Development in Ottawa, Canada in March 2017

So far available in 4 languages (English, French, Spanish, Portuguese); translation into otherlanguages (Arabic, Russian, Chinese, Serbian…) ongoing

Background

UNESCO EDUCATION SECTOR 3

Provide orientation on how to use ESD for learning for the SDGs

Outline indicative learning objectives as well as suggestions and examples for topics and learning activities for each SDG

Describe implementation on different levels from course design to national strategies

Support education officials, policy makers, educators, curriculum developers and others in designing strategies, curricula and lesson plans

Contribute to developing all learners’ capacity to contribute to the achievement of the SDGs within their timeframe until 2030

Aims of the Publication

UNESCO EDUCATION SECTOR 4

Structure of the Publication

Part I Introduction to the SDGs, ESD, and the possible contribution of ESD to achieving the SDGs;

Part II Recommendations for cognitive, socio- emotional and behavioural learning objectives, topics and pedagogical approaches for each of the 17 SDGs;

Part III Recommendations and examples of strategies for how ESD can be implemented at different educational levels and in different settings.

UNESCO EDUCATION SECTOR 5

Systems thinking competency

Anticipatory competency

Normative competency

Strategic competency

Collaboration competency

Critical thinking

Self-awareness competency

Integrated problem-solving competency

Promotion of key competencies for sustainability

ESD enables all individuals to contribute to achieving the SDGs by equipping them with the knowledge and competencies which are needed to not only understand what the

SDGs are about, but to become engaged in promoting the transformation needed.

UNESCO EDUCATION SECTOR 6

cognitive domain:comprises knowledge and thinking skills necessary to better understand the specific SDG and the challenges in achieving it

socio-emotional domain:includes social skills that enable learners to collaborate, negotiate and communicate to promote the SDGs as well as self-reflection skills, values, attitudes and motivations that enable learners to develop themselves

behavioural domain:describes action competencies

Recommendations for SDG learning topics and approaches

UNESCO EDUCATION SECTOR 7

Example: No poverty (SDG 1) – Learning Objectives

Cognitive

learning

objectives

The learner understands…

• the concepts of extreme and relative poverty and is able to critically reflect on their underlying cultural and normative assumptions and practices.

• how extremes of poverty and extremes of wealth affect basic human rights and needs.

Socio-

emotional

learning

objectives

The learner is able to:

• collaborate with others to empower individuals and communities to affect change in the distribution of power and resources in the community and beyond

• reflect critically on their own role in maintaining global structures of inequality

Behavioural

learning

objectives

The learner is able to:

• plan, implement, evaluate and replicate activities that contribute to poverty reduction

• evaluate, participate in and influence decision-making related to management strategies of local, national and international enterprises concerning poverty generation and eradication

UNESCO EDUCATION SECTOR 8

Example: No poverty (SDG 1)

Definitions of poverty Global, national and local distribution of extreme poverty and extreme wealth

and their reasons Importance of social welfare protection systems and measures Interrelation of poverty, natural hazards, climate change and other economic,

social and environmental shocks and stresses Development cooperation

Suggested topics:

Develop partnerships between schools and universities in different regions of the world (South and North; South and South)

Plan and run an awareness campaign about poverty locally and globally Plan and run a student company selling fair trade products Provide internships within organizations addressing poverty Develop an enquiry-based project around: “Is poverty increasing or decreasing?”

Suggested learning approaches and methods:

UNESCO EDUCATION SECTOR 9

Example: Affordable and clean energy (SDG 7)

Cognitive

learning

objectives

The learner knows about/understands…

• different energy resources – renewable and non-renewable – and their respective advantages and disadvantages

• how policies can influence the development of energy production, supply, demand and usage

Socio-

emotional

learning

objectives

The learner is able to:

• assess and understand the need for affordable, reliable, sustainable and clean energy of other people/other regions

• clarify personal norms and values related to energy production and usage as well as to reflect and evaluate their own energy usage in terms of efficiency and sufficiency

Behavioural

learning

objectives

The learner is able to:

• apply basic principles to determine the most appropriate renewable energy strategy in a given situation

• influence public policies related to energy production, supply and usage

UNESCO EDUCATION SECTOR 10

Ex: Responsible Consumption and Production (SDG 12)

Cognitive

learning

objectives

The learner understands…

• how individual lifestyle choices influence social, economic and environmental development

• dilemmas/trade-offs related to and system changes necessary for achieving sustainable consumption and production

Socio-

emotional

learning

objectives

The learner is able to:

• differentiate between needs and wants, and to reflect on their own individual consumer behaviour in light of the needs of nature, other people, cultures, countries and future generations

• feel responsible for the environmental and social impacts of their own individual behaviour as a producer or consumer.

Behavioural

learning

objectives

The learner is able to:

• evaluate, participate in and influence decision-making processes about acquisitions in the public sector

• take on a critical stand as an active stakeholder in the market

UNESCO EDUCATION SECTOR 11

Recommendations for implementation

Integrating ESD in policies, strategies and programmes

Integrating ESD in curricula & textbooks

Integrating ESD in teacher education

Promoting a whole-institution approach

Applying action-oriented transformative pedagogy

UNESCO EDUCATION SECTOR 12

Thank you for your attention

UNESCO Education Sector Section of Education for Sustainable Development and Global Citizenshipesd@unesco.org

Download the publication: http://unesdoc.unesco.org/ images/0024/002474/247444e.pdf

Learn more: en.unesco.org/gap

@UNESCO #GAPesd

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